SPED

311 Curriculum Based Assessment I

Name: Hanna Hollek

Date: 10/13/15

School/Setting: Creek View/CASL


How does this project contribute to your skills as an educator?

This project was beneficial to me as an educator since it gave me experience with
making my own measurement tool to assess a student on. It gave me freedom to create
my own rubric that applied to a specific student but still forced me to think of different
possible outcomes to account for when grading. This project requires lots of planning
ahead and allowed for lots of self-reflection, outside constructive criticism, as well as
allowed me to reflect on how I could improve my CBM in the future to increase
effectiveness. This project was also helpful in realizing how trials could help me
understand what material I needed to stress upon for the next assessment. Although I
was not able to finish all of my trials, I could see a positive trend in the students success
rate after reinforcing material that the student had struggled with prior. I liked how this
project opened my eyes to a way of grading that is not so black and white or yes and no.



On my honor, as an Aggie, I have neither given nor received
unauthorized aid on this academic work.

Curriculum Based Project

Description of student:

Jason is a 10-year-old boy with Autism and Intellectual Disabilities. He is a fourth
grader, who spends most of his day in a CASL classroom. Jason lacks in proper social
skills. He is unable to recognize the proper times to talk in conversation or during a
lesson and speaks over people. In addition, he struggles with his short attention span
and will get distracted by any movement or sounds while being talked to. Jason has
interests and obsessions in topics or characters that are not age appropriate such as
Thomas the Train. This sets Jason away socially from the rest of the fourth graders.
However he is empathetic toward teachers and other students as well as is well
mannered. He can recognize when someone else is unhappy and attempts to make him
or her feel better. Although not every apology is necessary, he says Im sorry when he
knows he is in the wrong. However there is a need to distinguish when to apologize and
when to say Okay, Mrs. Luther. He has a desire to be around others his age, interacting
well with his peers. He has friends and talks about them frequently. At lunch and recess,
he eats and plays respectfully with other 4th graders and is able to participate in all
school social events with his grade level.
Jasons Reading skills are on grade level, however his Reading Comprehension is
two grades behind at second grade. His Social Studies and Science curriculum follow his
peers, but only includes a couple of main points from each lesson. His Writing is in need
of support and needs accommodations leveled for first grade. Although Jason is behind
in these skills, he has a strong suit in math, reading fluency and handwriting, being on
grade level.

Lastly, Jason has poor fine motor skills and has poor muscle development. He has
to practice everyday skills such as holding a pencil correctly, taking off a toothpaste or
marker lid, washing hands and brushing teeth, as well as practice lifting a wheel barrel
with school deliveries inside. If he is given a consistent schedule to follow, he will
remember to daily living skills such as go to the restroom, wash his hands, and brush his
teeth. He has mastered the ability to follow a consistent schedule, but his current IEP
includes being able to thoroughly and efficiently complete these tasks.

TEKS: 115.5 Health Education (b) (2) (A) Third grade. Explain the need for obeying
safety rules at home, school, work, and play such as bike safety and avoidance of
weapons and (E) describe the importance of taking personal responsibility for reducing
hazards, avoiding accidents, and preventing accidental injuries.

Objective: Given the scenario of crossing the street, TSW perform the 3-step safety
method for crossing the street with 100% accuracy, in 2 out of the 3 trials


Measurement tool: I teach lesson in small setting lesson with dividers up in the
classroom to minimize distraction. I have taped out where the sidewalk ends on the
ground and where the sidewalk begins on the other side of the road. Show me the 3-
step safety method for crossing the street. As Jason independently acts out crossing the
street, his accuracy should be noted in the assessment checklist according to the rubric.
P represents anything in the Proficient column, E represents anything in the Emerging
column, and N represents anything in the Needs Support column.

Rubric

Physically
demonstrate coming
to a full stop behind
the line.
Physically
demonstrate full
head movement
looking left, right,
left.

Proficient
Comes to a full
stop behind the
line.

Physically
demonstrate
beginning to walk
when determining all
is clear.

Waits until
instructed that all
is clear before
continuing.

Looks left, right,

left, right while
moving head.

Refer to Rubric above
P= Proficient
E= Emerging
N=Needs Support

Assessment Checklist
Skill
Trial 1
Physically
E
demonstrates coming
to a full stop behind
the line.
Physically
E
demonstrates looking
left, right, left, right.
Physically
P
demonstrates
beginning to walk
when determining all
is clear.
Total
1/3

Emerging
Does not come to
a complete stop or
needs a verbal
prompt to stop.
Looks only 1 or 2
ways, does not
repeat, does not
move head, or
needs a verbal
prompt to look.
Needs additional
verbal prompt to
walk.

Needs Support
Keeps walking or
more than 1
prompt to stop.
Does not look
either way or
more than 1
prompt to look.
Does not move
from spot at all,
does not wait until
conditions are
safe, or more than
1 prompt to walk.

Trial 2
P

Trial 3
P

Total
2/3

2/3

3/3

3/3

3/3

Administration Discussion: I showed student a video of the 3-step safety method and
taught a lesson over it (including I do, we do, you do). An explanation was provided as to
why each of these steps were so important. I was sure to also include picture visuals as
well as physically demonstrating how to cross a street. Directions were given for what is
expected of the student to perform. I have taped out where the sidewalk ends on the
ground and where the sidewalk begins on the other side of the road. Show me the 3-
step safety method for crossing the street. After trial 1, Jason did not appear as though
he had a strong grasp on the material. He was able to demonstrate continuing to walk
after being instructed that the street was clear. However, he was not able to stop behind
the edge of the sidewalk and only looked right and left once, earning 1/3 proficiency. For
the second and third, he was able to stop behind the edge of the sidewalk and waited for
the instruction that the street was clear, and looked left and right twice, earning 3/3
proficiency.
A weakness of the measure was that it was not in a real life environment to
practice. Instead of giving a verbal cue that the street was clear, he should have been
able to determine for himself if a street was actually clear. A strength of the measure is
that instead of the student using a worksheet with a written response, it was an
interactive assessment. Since the student struggles with pencil and paper work, it
allowed a modification for the student. Also, the measurement tool was detailed and
allowed for documentation of the students varied action responses. In the future, I
would include that the student be graded on their ability to not only perform the 3-step
safety method, but also be able to say aloud each step as they act it out to make sure that
they understand what they are doing as well as allow for more partial credit if they could

recite the step, but not perform it. Also, I would allow this lesson to part take place
outside.

Mentor Discussion:
After observing the student assessment, I saw that the first time, Jason got 1/3 on
his first trial and 3/3 on his second and his third trial. After listening to my mentor
teacher, I agree that having additional visuals and manipulatives would help any student
(especially a student of his disability). She advised me to continue to teach the lesson in a
variety of ways to possibly find a way that would stand out more for Jason. She pointed
out what I needed to emphasize for him in the future to have a higher success rate. After
documenting what I had observed, I noticed how he demonstrated Emerging skills for
Physically looking left, right, left, right during Trial 1 for needing to be verbally
prompted as well as Emerging for not stopping behind the edge of the sidewalk. This
helped my mentor teacher and me gain insight on what needed to be stressed upon the
next instructional lesson. Everything in Trial 2 and 3 was graded as proficient so we
decided that there was nothing in particular that needed to be further stressed.

Future Teaching Direction:
In the next few weeks, I will focus on providing additional visuals (pictures, videos, and
manipulatives) to allow the student to use a variety of multisensory practice . The verbal
lesson needs to be extended into more of a visual and physical lesson. It would also
further benefit the student to present the information in an in vivo environment for
lessons that were applicable. Since this lesson was community based, taking the student

to the street outside of the school would take the lesson a step further and make it more
relevant to him. This could put into perspective why each of the steps are so important.

Visual Aid:

In Perspective

Flashcards:

Video: YouTube video: Cross the Street Nursery Rhyme with Karaoke